Chapter15_Trott.pdf (109.04 kB)
The neurodiverse mathematics student
chapterposted on 2015-04-13, 14:49 authored by Clare Trott
There is an increasingly diverse population of students entering mathematics courses in higher education. While this enriches the environment it can bring challenges that higher education institutions need to address. This chapter will introduce the idea of neurodiversity and provide further details about four of these: dyslexia, dyspraxia, Asperger’s syndrome and attention deficit hyperactivity disorder. The main focus of the chapter will be to consider the impact for neurodiverse students of four factors in undergraduate mathematics: notes, lectures, assessment and departmental provision. The chapter will explore the barriers that higher education institutions often pose for the neurodiverse student and suggest ways in which mathematics can be made more accessible and departments achieve greater inclusivity. The discussions are illuminated through vignettes of individual neurodiverse students and their journey through mathematics.
- Mathematics Education Centre
Published inTransitions in Undergraduate Mathematics Education
Pages209 - 226 (18)
CitationTROTT, C., 2015. The neurodiverse mathematics student. IN: Grove, M. ... et al, (eds). Transitions in Undergraduate Mathematics Education. Birmingham: University of Birmingham, pp. 209 - 226.
PublisherThe University of Birmingham with The Higher Education Academy / © The Editors and The Authors
- VoR (Version of Record)
Publisher statementThis work is made available according to the conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) licence. Full details of this licence are available at: https://creativecommons.org/licenses/by-nc-nd/4.0/
NotesThis book chapter is available here with the kind permission of the publisher.